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member of this committee has attempted to treat all the points involved in this comparatively new subject. The chairman desires to thank all the members of this committee for the interest which they have taken in this question and the hard work which they have given to it. He wishes specially to thank Messrs. Brooks, Dexter, and DeGarmo, who, with himself, were members of a preliminary executive committee. This executive committee read all of the papers, compared the points made, and studied for some time how best to frame a set of "Recommendations," sufficiently unified, it is hoped, to leave a clear impression on the mind of the reader. Without the unusually efficient work of these three men, the following "Recommendations" would never have taken such simple shape. The drudgery which they cheerfully consented to undergo to present something definite, as well as something acceptable to all the members, may not appear on the surface, but it was certainly drudgery. The chairman wishes further to thank Superintendent Brooks for suggesting. making, and verifying the numerical references in the "Recommendations" which follow:

To Dr. E.W. Lyttle, state inspector of high schools for New York and president of the Department of Secondary Education, 1905-07, the thanks of everyone interested in this subject are due. His zeal in the field of secondary education, his familiarity with it on both the theoretical and the practical side, and his sympathy with the work of this committee, which he appointed, made his suggestions and counsel invaluable to the chairman. Dr. Lyttle certainly can point to work done by the Department of Secondary Educa ion under his leadership.

JOINT RECOMMENDATIONS OF THE COMMITTEE OF SEVENTEEN ON THE PROFESSIONAL PREPARATION

OF HIGH-SCHOOL TEACHERS

The committee on the preparation of high-school teachers recommend: I. That the academic preparation include the following elements:

A. A detailed and specialized study of the subjects to be taught.

The program of studies selected by each student should include work in subjects outside of those in which he is making special preparation, sufficient to give some insight into the different fields of knowledge and to avoid the dangers of over-specialization.

1 Barrett, 2, 3; Brooks, 2; Brown, 2; Cubberley, 2; Halleck, 2, 4; Holland, 3; Hanus, 2, 3, 4; Judd, 3; Luckey, 8; O'Shea, 3.

B. One or more subjects from a group including history, economics, and sociology, which will give the teacher a proper outlook upon the social aspects of educa

tion.

Barrett, 6; Brooks, 4; Martin, 6; O'Shea, 4.

C. A course in general psychology and at least one from a group of subjects including history of philosophy, logics, and ethics, which will give the teacher a proper outlook upon education as the development of the individual.

The references are to the paragraph numbers in the papers of this Committee. Only those paragraphs are numbered which fall under the heads given in these joint "Recommendations." Failure to number a paragraph does not imply that it is not important.

Bolton, IV, 2; Brooks, 11; DeGarmo, 4; Halleck, 1, 9; Hanus, 3; Judd, 5a; Martin, 6; O'Shea, 4.

II. That definite study be given to each of the following subjects, either in separate courses or in such combinations as convenience or necessity demands:

A. History of Education.

1. History of general education.

2. History of secondary education.

Barrett, 5; Bolton, IV, 2; Brooks, 4; Cubberley, 3; DeGarmo, 3; Halleck, 1, 10; Hanus, 6, 7; Holland, 3; Judd, 4; Luckey, 6; Martin, 7; O'Shea, 4.

B. Educational psychology with emphasis on adolescence.

Barrett, 6, 8; Brooks, 5; DeGarmo, 4; Halleck, 1, 54, 5b; Hanus, 5, 8; Holland, 3; Luckey, 6; Cubberley, 3; Martin, 2, 3; O'Shea, 4.

C. The principles of education, including the study of educational aims, values, and processes. Courses in general method are included under this heading. Barrett, 7, 10; Bolton, IV, 2; Brooks, 6, 7; DeGarmo, 1; Hanus, 4, 5, 8; Holland, 3; Judd, 5a; Luckey, 6; Martin, 2, 5; O'Shea, 4.

D. Special methods in the secondary school subjects that the students expect to

teach.

Barrett, 12; Brooks, 8; Buchner, 3; DeGarmo, 2; Halleck, 3, 5, 7; Hanus, 4a, 4c; O'Shea, 3.

E. Organization and management of schools and school systems.

Bolton, IV, 2; Brooks, 9; Halleck, 10; Hanus, 8; Holland, 3; Luckey, 6; Martin, 3; O'Shea, 4.

F. School hygiene.

Brooks, 10; Hanus, 8; Holland, 3.

III. That opportunity for observation and practice teaching with secondary pupils he given.

The committee recognizes the difficulties involved in this recommendation, but believes that they are not insurmountable. Each of the following plans has proved successful

in some instances:

A. The maintenance of a school of secondary-school grade that may be used for observation and practice.

B. Affiliation with public or private high schools so situated geographically that practice teaching can be done without interfering with the other work of the college course.

In addition to the above, the committee suggests that where competent critical supervision is possible, cadet teaching, in schools more remotely situated, may be attempted. In such cases, a teacher's diploma might be granted after a year's successful work as a cadet teacher.

Barrett, 10, 11; Bolton, IV, 2; Brooks, 12; Buchner, 1, 4; DeGarmo, 5; Halleck, 6; Hanus, 4c, 8; Holland, 2; Luckey, 6; Martin, 8; O'Shea, 5, 5a.

IV. That the minimum requirement for a secondary-school teacher be graduation from a college maintaining a four-year course and requiring four years' high-school work for admission, or from an institution having equivalent requirements for admission and giving equivalent academic scholarship.

A year of graduate work divided between academic and professional subjects is desirable. Discussions of the relative value of college and normal schools as training-schools for secondary-school teachers, are to be found in the references below:

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Barrett, 6; Bolton, II, IV, 1; Brooks, 3; Buchner, 3; Cook, Entire paper; Halleck, 4, 8; Judd, 3; Kirk, Entire paper; Luckey, 2, 7; Cubberley, 1; Martin, 9; O'Shea, 44. V. That the study of subjects mentioned under II be distributed thru the last two years of the college course.

The proportional amount of time given to these subjects will vary with local conditions, but an irreducible minimum is one-eighth of the college course. They should be preceded or accompanied by the subjects mentioned in I, B, C. Recommendations as to the amount of time given to particular courses will be found in several of the accompanying papers. Bolton, IV, 2; Brooks, 12; Hanus, 3; Luckey, 4; O'Shea, 4a.

Papers dealing with special topics have not been given paragraph numbers and are not included in the references above. They are as follows: FREDERICK E. BOLTON

I. Requirements for High-School Certificates. II. The University and the College as Training-Schools for High-School Teachers. III. Standards in Germany. IV. Standards Suggested for American Schools. EDWARD F. BUCHNER

The Professional Preparation of High-School Teachers in the Fifteen Southern States.

JOHN W. COOK

Capacity and Limitations of the Normal School in the Professional Preparation of the High-School Teachers.

CHARLES DE GARMO

Professional Training of Teachers for the Secondary Schools of Germany. EDWIN G. DEXTER

The Present Training of Teachers for Secondary Schools.

J. R. KIRK

Will the Same Training in the Normal School Serve to Prepare the Teacher for Both Elementary and High-School Work?

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Requests for suggestions for professional reading have been received from high-school teachers who cannot stop their work to go to schools of education

Is not positive about making mandatory the history of philosophy, logic, and ethics.

2 "Dissents from the seemingly unqualified opinion that all the studies under II should ecessarily form a part of the prospective teacher's undergraduate study."

3 Questions Number V.

or who cannot remain in these schools a sufficient length of time. It is one of the encouraging signs of the times to note the increasing number of highschool teachers who wish, in so far as is possible, both to remedy deficiencies in their professional training and also to grow in the'r profession. A brief list of books for this purpose is accordingly given. In the preparation of this list the chairman has had valuable assistance from a number of members of this committee, but no one member except himself is responsible for the list as a who'e. While several books by members of this committee appear below, it shou'd be understood that such books were in every case suggested by other members of this committee.

The brevity of this list should add to its value. Before the teacher has read very far, other books and references will be suggested to him and he will of his own accord search for a more elaborate treatment of certain topics. What the majority of teachers need is a start among the bewildering multiplicity of works on education. Where shall we begin? is a question which they frequently ask.

These books are recommended to teachers who are doing any branch of secondary educational work, no matter whether it is academic, arts and crafts, manual training, or commercial.

PSYCHOLOGY, GENERAL METHOD, AND PHILOSOPHY OF EDUCATION

James, Talks to Teachers on Psychology, also parts of his two-volume work on psychology (Henry Holt & Co.).

Judd, Genetic Psychology for Teachers (D. Appleton & Co.).

Halleck, Education of the Central Nervous System (The Macmillan Co.).

Thorndike, Principles of Teaching Based on Psychology (A. G. Seiler).

Adams, Herbartian Psychology Applied to Education (D. C. Heath & Co.).

Halleck, Psychology and Psychic Culture (American Book Co.).

Horne, Psychological Principles of Education (Macmillan).

Le Bon, The Crowd: A Study of the Popular Mind (Macmillan).

Galton, Inquiries into Human Faculty ("Everyman's Library" 1907, E. P. Dutton Co.).

Hall, Adolescence, Its Psychology, 2 vols., 1,373 pages. The one-volume edition, 379 pages, published under the title, Youth: Its Education, Regimen, and Hygiene (Appleton) will suffice for the average reader.

Bagley, The Educative Process (Macmillan).

McMurry, Method of the Recitation (Macmillan).

Hanus, Educational Aims and Educational Values (Macmillan)

O'Shea, Education as Adjustment (Longmans, Green & Co.).

Hanus, A Modern School (Macmillan).

O'Shea, Dynamic Factors in Education (Macmillan).

SPECIAL METHOD

DeGarmo, Principles of Secondary Education (Macmillan).

Vol. I, "The Studies;" Vol. II, "Educational Processes."

Bagster-Collins, Teaching of German in Secondary Schools (Macmillan).

Bennett and Bristol, The Teaching of Latin and Greek in the Secondary School (Longmans,

Green & Co.).

Carpenter, Baker, and Scott, The Teaching of English in the Elementary and Secondary School (Macmillan).

Chubb, The Teaching of English in the Elementary and Secondary School (Macmillan). Smith and Hall, The Teaching of Chemistry and Physics in the Secondary School (Longmans, Green & Co.).

Lloyd and Bigelow, The Teaching of Biology in the Secondary School (Longmans, Green & Co.).

Smith, D. E., The Teaching of Elementary Mathematics (Macmillan).

Young, The Teaching of Mathematics (Longmans, Green & Co.).

Bourne, The Teaching of History and Civics in the Elementary and the Secondary School (Longmans, Green & Co.).

The Study of History in Schools, Report to the American Historical Association, by the Committee of Seven, 267 pages (Macmillan).

Report of the New England History Teachers' Association, 299 pages (Macmillan). Richards, Manual Training (Longmans, Green & Co.).

HISTORICAL AND DESCRIPTIVE, UNITED STATES AND GERMANY

Brown, The Making of Our Middle Schools (Longmans, Green & Co.).

Dexter, History of Education in the United States (Macmillan).

Luckey, The Professional Training of Secondary Teachers in the United States (Macmillan). Bolton, The Secondary School System of Germany (Appleton).

Russell, German Higher Schools (Longmans, Green & Co.).

Paulsen, German Universities (Charles Scribner's Sons).

GENERAL HISTORY OF EDUCATION AND EDUCATIONAL CLASSICS

Monroe, Textbook in the History of Education, 772 pages (Macmillan).

Davidson, History of Education, 292 pages (Scribner).

Bosanquet, Education of the Young in Plato's Republic, 198 pages (Cambridge University Press).

Bryan, Plato, the Teacher, 454 pages (Scribner).

Davidson, Aristotle and Ancient Educational Ideals, 256 pages (Scribner).

Ascham, Scholemaster, 317 pages (D. C. Heath & Co.).

Woodward, Vittorino da Feltre and Other Humanist Educators, 261 pages (Cambridge University Press).

Locke, Thoughts on Education, edited by Quick, 240 pages (Cambridge University Press). Rousseau, Emile (abridged edition, D. C. Heath & Co.).

Herbart, Outlines of Educational Doctrine, edited by Lange and DeGarmo, 334 pages (Macmillan).

Spencer, Education, 285 pages (Appleton).

Painter, Great Pedagogical Essays, 426 pages (selections from twenty-six classics; American Book Co.).

ETHICS AND SOCIOLOGY

Adler, Moral Instruction of Children, 278 pages (Appleton).

MacCunn, The Making of Character: Some Educational Aspects of Ethics, 226 pages (Macmillan).

Griggs, Moral Education, 352 pages (B. W. Huebsch, publisher, New York).

Sidgwick, On Stimulus (Cambridge University Press).

Forbush, The Boy Problem: A Study in Social Pedagogy, 194 pages (The Pilgrim Press Boston).

Dewey, The School and Society, 129 pages (The University of Chicago Press).

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